Medical Education[JOURNAL]
Sun
200 papers
The impact of the harmonised education tariff on undergraduate general practice education in England: a qualitative interview study.
Savelkoul C, Park S
BMC Med Educ · 2026 Jun · PMID 42304397 · Full text
BACKGROUND: The harmonised undergraduate medical tariff, introduced in 2022, is a national (England) funding policy that provides consistent reimbursement for clinical teaching across all healthcare settings. For the fir...
BACKGROUND: The harmonised undergraduate medical tariff, introduced in 2022, is a national (England) funding policy that provides consistent reimbursement for clinical teaching across all healthcare settings. For the first time, GP education is funded on a par with secondary care. There is no published evidence on its impact. This study examined how the tariff has affected the organisation, delivery, and sustainability of undergraduate GP education in England. METHODS: Semi-structured interviews were conducted with twelve Heads of Undergraduate GP Teaching (HUGPTs), each from a different UK medical school; the findings are based on the ten interviews with HUGPTs at English medical schools (10/38, 26%). Data were analysed using Braun and Clarke's reflexive thematic analysis. RESULTS: Six themes were identified. Participants consistently reported that the harmonised tariff improved transparency and reallocated budgetary authority to HUGPTs, enabling curriculum expansion, growth of central GP teaching teams, and the development of new educational initiatives. Better remuneration was perceived to improve recruitment and retention of teaching practices and enhance teaching quality, while accountability frameworks, including the Annex C guidance and reporting tool, provided external legitimacy and supported consistent implementation across medical schools. CONCLUSION: The harmonised tariff has been associated with reported improvements in undergraduate GP education. As oversight responsibilities transfer from NHS England to the DHSC, maintaining transparent budget-holder arrangements and accountability frameworks will be important to sustaining these improvements.
Cross-cultural determinants of AI acceptance in medical education among medical students in China and Pakistan.
Xu X, Li X, Alghamdi AA … +2 more , Elahi Z, Rehman S
BMC Med Educ · 2026 Jun · PMID 42304396 · Full text
BACKGROUND: Although artificial intelligence (AI) is increasingly introduced into medical education, little is known about the psychological mechanisms through which social influences shape AI acceptance across different...
BACKGROUND: Although artificial intelligence (AI) is increasingly introduced into medical education, little is known about the psychological mechanisms through which social influences shape AI acceptance across different cultural contexts. This study addresses this gap by examining whether perceived usefulness and attitude mediate the relationship between subjective norms and AI acceptance, sequentially, among medical students in China and Pakistan. METHODS: Between March and April 2025, a cross-sectional survey was administered to medical students enrolled in accredited universities across two culturally distinct regions. A stratified sampling approach was employed to ensure representativeness across academic years. Data from 1,232 students (Pakistani, n = 551, and Chinese, n = 681) were analyzed using structural equation modeling (SEM) and multi-group analysis. The hypothesized model assessed the direct and indirect effects of subjective norms on AI acceptance, with perceived usefulness and attitude as mediators. Measurement invariance was tested to validate cross-cultural comparisons. RESULTS: In the Chinese sample, subjective norms had a significant direct effect on AI acceptance (β = 0.231, p < 0.01), while this effect was not significant in the Pakistani sample (β = 0.113, p = 0.125). In both samples, subjective norms significantly influenced perceived usefulness and attitude, which, in turn, mediated the relationship between these variables and AI acceptance. The sequential mediation path was significant in both samples. Multi-group analysis confirmed full measurement and structural invariance, supporting the model's cross-cultural validity. CONCLUSION: The findings underscore the importance of culturally responsive strategies when promoting AI acceptance in medical education. While the sequential mediation of perceived usefulness and attitude appears robust across contexts, the influence of social norms on behavioral intention to use AI varies across cultural and institutional environments, underscoring the need for tailored engagement and implementation approaches.
Implementing and evaluating a seminar-case learning model in postgraduate orthodontic education: perceived effectiveness, student experience, and influencing factors.
Yin Y, Feng G, Zheng L … +2 more , Song J, Huang L
BMC Med Educ · 2026 Jun · PMID 42304392 · Full text
BACKGROUND: Postgraduate orthodontic education in China predominantly relies on traditional lecture-based learning and clinical apprenticeships, which often fail to adequately foster clinical reasoning, student engagemen...
BACKGROUND: Postgraduate orthodontic education in China predominantly relies on traditional lecture-based learning and clinical apprenticeships, which often fail to adequately foster clinical reasoning, student engagement, and interactive learning. This study aimed to evaluate the feasibility and perceived value of a novel seminar-case learning (SCL) model, which integrates the interactive dynamics of seminars with the clinical relevance of case-based learning, within postgraduate orthodontic education. METHODS: A pilot study was conducted involving 64 orthodontic postgraduates from 27 dental schools across China during a summer camp session. Participants were divided into six small groups, each facilitated by an experienced instructor, to discuss three complex orthodontic cases using the SCL model. Questionnaires were administered before and after the intervention to assess students' baseline competencies, expectations, perceived improvements in various orthodontic treatment domains (diagnosis, treatment planning, execution, monitoring), and overall feedback on the learning experience. RESULTS: The results demonstrated high satisfaction with the SCL model, with over 80% of participants rating it superior to traditional teaching methods. A significant majority reported "improvement" or "great improvement" in core orthodontic competencies, including examination and diagnosis (76.56%), treatment planning (78.13%), clinical reasoning (87.50%), and monitoring and management of common issues (75.00%). Furthermore, 87.50% expressed strong confidence in applying the acquired knowledge in clinical practice. Interestingly, perceived gains followed a U-shaped curve relative to clinical experience: the intermediate group (50-80 cases) reported the lowest satisfaction, while beginners (0-20 cases) and advanced learners (> 80 cases) showed higher and comparable levels. Key factors for successful learning were identified as "instructors' facilitation skills", "theory-practice integration", and "case typicality". CONCLUSIONS: The SCL model demonstrates promising feasibility and high acceptability among orthodontic postgraduates, with participants reporting substantial perceived gains in core clinical competencies and strong engagement in the learning process. These preliminary findings suggest that SCL represents a potentially valuable innovative approach to enrich postgraduate orthodontic training. Future implementation should consider tailoring case complexity to learners' experience levels, and controlled studies with longitudinal follow-up are needed to establish the efficacy and sustained impact of this pedagogical model.
Unlocking potential: elevating faculty development in liberia through a localized training-of-trainers model.
Martin MH, Kumeh O, Croly M … +10 more , Goll S, Enders C, Brillant B, Boiwu GH, Pusah HM, Beyan E, Plyler C, Talbert-Slagle K, Stober C, Dahn B
BMC Med Educ · 2026 Jun · PMID 42304375 · Full text
BACKGROUND: Over the past few decades, the University of Liberia College of Health Sciences (ULCHS) has faced increased challenges in providing high quality health education due to societal turmoil, disease outbreaks, an...
BACKGROUND: Over the past few decades, the University of Liberia College of Health Sciences (ULCHS) has faced increased challenges in providing high quality health education due to societal turmoil, disease outbreaks, and a critical lack of human resources. In 2018, ULCHS leadership identified the building of a faculty development program focused on pedagogy and teaching skills as a top priority to strengthen educational output. METHODS: This paper describes the creation and implementation of a pedagogical training program within the Center for Teaching, Learning, and Innovation (CTLI) at the University of Liberia College of Health Sciences (ULCHS). Using an innovative South-South Training-of-Trainers (ToT) model which leveraged local trained educators within the same city and country, the program aimed to bridge teaching and learning gaps among ULCHS faculty members. RESULTS: Surveys administered across three iterations of the program indicated a substantial improvement in participants' perceived knowledge in 11 competency domains related to teaching, learning, and assessment. Results demonstrated (1) the effectiveness of the pedagogy training program in building perceived skills, and (2) usage of a South-South ToT model to foster a supportive learning environment and promote systemic change. CONCLUSIONS: This study highlights the potential of a three-phase ToT model for transforming pedagogical practices in low-resource settings and emphasizes the importance of peer instruction in creating effective, student-centered learning environments. TRIAL REGISTRATION: Not applicable.
Medical students' attitudes toward socioscientific issues in female reproductive anatomy teaching: a cross-sectional study.
Kou ZZ, Gu J, Wu Y … +3 more , Tian M, Li Y, Li YQ
BMC Med Educ · 2026 Jun · PMID 42304368 · Full text
OBJECTIVES: This study aimed to assess medical students' attitudes toward integrating socioscientific issues (SSI) into female reproductive anatomy teaching across multiple academic years, using the novel case of China's...
OBJECTIVES: This study aimed to assess medical students' attitudes toward integrating socioscientific issues (SSI) into female reproductive anatomy teaching across multiple academic years, using the novel case of China's first uterus transplantation, and to apply artificial intelligence (AI)-based sentiment analysis to evaluate their emotional responses. RESULTS: A cross-sectional study was conducted among 163 medical students across three academic cohorts (2022, 2023, and 2024-2025) at a medical university in China. Over 95% of students rated the SSI-based teaching positively. AI-based sentiment analysis revealed that attitudes toward ethical questions varied: for embarrassment in close-relative transplantation, no significant differences were found across cohorts (χ² = 5.78, df = 4, p = 0.216); for adoption as an alternative to childbirth, attitudes also did not differ significantly (χ² = 6.62, df = 4, p = 0.157). Mean sentiment scores for ovarian transplantation were neutral to slightly negative across all cohorts (2022: -0.31; 2023: -0.08; 2024-2025: -0.12, weighted average of -0.17 for 2024 and - 0.02 for 2025). CONCLUSIONS: SSI integration using a culturally relevant case was well-received by medical students. AI-based sentiment analysis proved a valuable tool for quantifying emotional responses. Attitudes toward ethical issues did not differ significantly across the three cohorts, suggesting a rationale for the sustained integration of SSI in preclinical curricula to foster ethical reasoning.
Application of retrospective teaching method in stomatology undergraduate education.
Gao J, Zhang H, Qin W … +1 more , Liu X
BMC Med Educ · 2026 Jun · PMID 42304366 · Full text
BACKGROUND: Undergraduate orthodontic education requires students to integrate multiple diagnostic sources and develop individualized treatment plans, yet lecture-based learning may limit opportunities for integrating th...
BACKGROUND: Undergraduate orthodontic education requires students to integrate multiple diagnostic sources and develop individualized treatment plans, yet lecture-based learning may limit opportunities for integrating theoretical knowledge with clinical practice. This study evaluated the effectiveness of a case review-based clinical learning improving academic performance and learning-related outcomes. METHODS: Forty-two undergraduate orthodontic students were randomly assigned to either a case review-based learning group (experimental, n = 21) or a lecture-based learning group (control, n = 21). The experimental group engaged with complete patient cases in a stepwise, longitudinal format, linking each stage from consultation and record-taking to appliance therapy and retention with underlying theoretical knowledge. The same group of instructors delivered both teaching interventions using an identical curriculum and teaching schedule. Academic performance was assessed via orthodontic examination scores. Additional outcomes included self-reported learning interest and self-directed learning ability. RESULTS: Students in the experimental group achieved significantly higher orthodontic examination scores than those in the control group (95.2 ± 1.7 vs. 66.2 ± 3.5, p < 0.001). The experimental group also reported significantly higher ratings for the appropriateness of course design (9.71 ± 1.27 vs. 7.29 ± 1.31, p < 0.001) and overall satisfaction (9.05 ± 0.80 vs. 6.76 ± 1.18, p < 0.001). In addition, 9 of 10 instructor members (90%) expressed willingness to adopt the structured case-based learning approach in future skills teaching, compared with 1 of 10 (10%) for the lecture-based learning. CONCLUSIONS: The case-based learning was associated with improved academic performance, learning interest, and self-directed learning among undergraduate orthodontic students. Integrating complete clinical cases in a stepwise, longitudinal manner may provide a useful pedagogical approach for bridging theoretical knowledge with clinical practice in orthodontic education.
Psychometric performance and student perceptions of AI- versus student-generated multiple-choice questions: a single-center randomized controlled trial.
Al-Najafi D, Krause KD, Wang Y … +11 more , Zuo QK, Koblanski ME, Leong CJ, Schmidt E, Faran M, Verma V, Vyas R, Campbell M, Hwang J, Deng J, Palepu A
BMC Med Educ · 2026 Jun · PMID 42304363 · Full text
BACKGROUND: Developing high-quality multiple-choice examinations in medical education is time- and resource-intensive. Large language models (LLMs) offer a promising approach to accelerate question development; however,...
BACKGROUND: Developing high-quality multiple-choice examinations in medical education is time- and resource-intensive. Large language models (LLMs) offer a promising approach to accelerate question development; however, their utility for exam development remains underexplored. METHODS: The trial was a participant-blinded, parallel-group randomized controlled trial conducted among first-year medical students. Students were randomized to complete a 112-item case-based, single-best-answer mock examination composed of either AI-generated or student-generated multiple-choice questions (MCQs). Questions were developed using identical curricular objectives. AI-generated items were produced via a dual-model workflow (ChatGPT for generation; Google Gemini for validation); student-generated items were authored by senior medical students. Outcomes were evaluated using Van der Vleuten's Assessment Utility Framework across feasibility, acceptability, item quality, internal consistency, validity evidence, and self-perceived educational impact. Primary analyses were conducted in the intention-to-treat (ITT) population using appropriate parametric or non-parametric tests, with effect sizes and 95% confidence intervals reported. RESULTS: A total of 258 students were randomized, with 127 allocated to the AI-generated exam arm and 131 to the student-generated exam arm. LLM-assisted MCQ development achieved a 5.6-fold efficiency gain compared with student authorship (4.2 ± 1.9 vs. 19.6 ± 7.5 min per item; p < 0.0001). Student perceptions of exam acceptability-including clarity, difficulty, relevance, and educational value-were comparable between AI-generated and student-generated exams (all Bonferroni-adjusted p ≥ 0.12; all Cohen's |d| ≤ 0.31). Student-generated items demonstrated slightly higher discrimination indices than AI-generated items, though the effect size was small, and distractor efficiency did not differ between protocols. Student performance was marginally higher on the student-generated exam, though this difference was not significant in the ITT analysis. Exploratory analyses identified theme-specific performance variation between exam formats. Neither exam meaningfully changed students' perceived preparedness. CONCLUSIONS: In a formative, open-resource examination setting with student-generated comparators, LLMs can substantially accelerate MCQ development while producing assessments that are psychometrically comparable and acceptable to learners. These findings may not generalize to high-stakes summative or closed-book assessment settings. Although small differences persist, these findings support the integration of LLM-assisted item generation within a human-in-the-loop framework, combining AI efficiency with expert oversight to preserve psychometric quality. TRIAL REGISTRATION: This study was retrospectively registered on ClinicalTrials.gov (Identifier NCT07481162 registered March 18, 2026). Prospective registration was not performed as the study was conducted as an embedded educational intervention within a voluntary formative examination setting. The study protocol and statistical analysis plan were prespecified prior to data analysis. The trial is reported in accordance with CONSORT 2025 guidelines.
Building self-efficacy in medical trainees working in high stakes environment.
Puah SH, Shaik MA, Philips MS … +3 more , Lee LXL, Teo WL, Roebertsen H
BMC Med Educ · 2026 Jun · PMID 42304360 · Full text
BACKGROUND: Self-efficacy refers to an individual's belief in their ability to influence outcomes through their actions. Its application to ventilator management (VM) is a critical component of a clinician's competence i...
BACKGROUND: Self-efficacy refers to an individual's belief in their ability to influence outcomes through their actions. Its application to ventilator management (VM) is a critical component of a clinician's competence in the intensive care unit (ICU). It remains unclear how the training of the ICU facilitates self-efficacy inputs in VM. This study examined final-year internal medicine residents' perceptions of the conditions that facilitated these inputs during their three-month ICU rotations. METHODS: This convergent parallel mixed method study recruited 20 participants who completed their rotations at Tan Tock Seng Hospital, Singapore. Quantitative data were collected using the General Self-efficacy Scale and a six-item proxy measure developed to assess the perceived availability of self-efficacy inputs in VM. Qualitative data were collected through eight focus group discussions exploring experiences that shaped self-efficacy inputs in VM. Both strands were analysed independently and integrated at the point of interpretation. Transcripts were analysed using reflexive thematic analysis. RESULTS: Participants demonstrated moderate to high perceived general self-efficacy. Item-level frequencies indicated that self-efficacy inputs of mastery experiences, vicarious learning, and positive affective states were perceived as available, although social persuasion in the form of timely feedback was limited. Qualitative analysis revealed seven themes organised into three conceptual categories. Fear of the Vent captured initial apprehensions towards VM. Despite this, Reassuring Mentorship and Work-Place Based Pedagogy were perceived as facilitating self-efficacy inputs. Joint display integration revealed convergence across three of the four self-efficacy inputs and divergence in the social persuasion domain, where limited timeliness of feedback contrasted qualitative accounts of feedback that was formative, consistently available, and situationally responsive. CONCLUSION: Mentorship and workplace affordances were perceived as providing the necessary self-efficacy inputs in VM despite initial apprehension. These findings highlight the role of active workplace participation as a key feature of the ICU training culture for confident participation in critical care. TRIAL REGISTRATION: National Health Group Ethics Board (2022/00565).
Promoting self-regulated learning: using online question bank testing system to improve the efficiency of regular quizzes.
Luo T, Li M, Xie T … +3 more , Li Y, Wu Z, Guo K
BMC Med Educ · 2026 Jun · PMID 42304350 · Full text
BACKGROUND: Anatomy is regarded as the basic course of medical science. It has the characteristic of a large number of contents, which makes it difficult for students and requires medical students to develop great self-l...
BACKGROUND: Anatomy is regarded as the basic course of medical science. It has the characteristic of a large number of contents, which makes it difficult for students and requires medical students to develop great self-learning ability. Chinese medical students are typically accustomed to passively receiving knowledge. This study aims to utilize the Wen Juan Xing (WJX) platform for in-class quizzes to explore its impact on the learning outcomes of medical students in anatomy courses and to cultivate their self-directed learning habits. METHODS: The experimental group consisted of 369 undergraduate students from the 2018 cohort of the Clinical Medicine program at Zhongshan School of Medicine, Sun Yat-sen University. The control group comprised 386 students from the 2017 cohort. During the Systematic Anatomy course for the 2018 cohort, five WJX in-class quizzes were conducted, averaging one every 3-4 weeks. The quiz scores contributed to the overall course assessment (accounting for 30%). An online questionnaire survey was administered to all 2018 cohort students enrolled in the Systematic Anatomy course to gather their subjective evaluations of the WJX quizzes. RESULTS: The final exam average score of the 2018 cohort (75.79 ± 13.81) was significantly higher than that of the 2017 cohort (67.52 ± 17.15). The passing rate (88%) was also significantly higher than that of the 2017 cohort (74%). Questionnaire results indicated that over 95% of students held a positive attitude towards the WJX quizzes, believing they improved their self-learning abilities. More than 90% of students reported that the quizzes helped them develop more suitable study plans and cultivate better learning habits. Students widely agreed that the WJX quizzes encouraged regular review, reduced end-of-term exam preparation pressure, and enhanced learning motivation. CONCLUSION: WJX in-class quizzes were associated with significantly higher medical students' academic performance in the anatomy course, students perceived that their self-directed learning abilities were enhanced, and fostered the development of effective learning habits.
Exploration of an artificial intelligence-supported training mechanism for teaching competence development in graduate students of prosthodontics.
Jiang L, Weng X, Tong X … +2 more , Zhang C, Chen R
BMC Med Educ · 2026 Jun · PMID 42304325 · Full text
BACKGROUND: This study aimed to evaluate the effectiveness of an artificial intelligence-supported training framework in enhancing the teaching competence of prosthodontics graduate students. METHODS: Twenty-one first-ye...
BACKGROUND: This study aimed to evaluate the effectiveness of an artificial intelligence-supported training framework in enhancing the teaching competence of prosthodontics graduate students. METHODS: Twenty-one first-year prosthodontics graduate students at Fujian Medical University participated in a structured, four-stage intervention over two semesters: baseline assessment, AI platform training, AI-assisted iterative teaching practice, and final evaluation. DeepSeek served as the core AI tool for lesson preparation, lecture script drafting, concept map generation, and interactive teaching design. Teaching competence was assessed at seven time points across five dimensions: teaching attitude and language, teaching content, logical structure, professional accuracy, and interactivity. Longitudinal changes were evaluated using repeated measures analysis, and students also rated the usefulness of the AI tool on a 5-point Likert scale. RESULTS: Overall teaching competence improved significantly from baseline (56.52 ± 4.83) to the final evaluation (77.24 ± 4.11; F = 45.32, p < 0.001, η = 0.69). All five dimensions showed significant gains, with the largest improvements in teaching content and logical structure. Individual growth curves demonstrated continuous progress for nearly all participants. Students reported high perceived usefulness of AI (median 5, IQR 4-5), reflecting positive engagement with AI-assisted training. CONCLUSION: The AI-assisted training framework was associated with improvements in prosthodontics graduate students' teaching competence, particularly in content completeness and structural coherence. The introduction of DeepSeek, with strengths in Chinese semantic processing and professional reasoning, offers a potentially useful and localized tool for dental education. This framework may provide a strategy to help cultivate graduate students with skills in research, clinical practice, and teaching, potentially supporting the development of future high-quality faculty.
The influence of AI literacy on fear of negative evaluation among students and researchers: a multisite cross-sectional study.
Alanezi FZ, Alenazi LH, Alkathiri AM … +1 more , Innab A
BMC Med Educ · 2026 Jun · PMID 42304314 · Full text
BACKGROUND: Generative artificial intelligence (AI) tools are increasingly used in academia to retrieve information, draft manuscripts, and support learning activities. Despite growing research on AI use and literacy in...
BACKGROUND: Generative artificial intelligence (AI) tools are increasingly used in academia to retrieve information, draft manuscripts, and support learning activities. Despite growing research on AI use and literacy in academia, few studies have examined negative perceptions of such use. This study aimed to assess the relationship between AI literacy and fear of negative evaluation among students and researchers in Saudi Arabia. METHODS: A cross-sectional, correlational, descriptive study was conducted among researchers and students from private and public institutions. Data were collected from August to October 2025 using the Meta Artificial Intelligence Literacy Scale and the Brief Fear of Negative Evaluation Scale. Data were analyzed using an independent t-test and multiple linear regression. RESULTS: Among the 154 participants who responded to the questionnaire, moderate AI literacy and low fear of negative evaluation were reported, with strongest agreement on evaluating AI's advantages and disadvantages and on solving complex tasks. However, researchers reported significantly stronger concerns than students across multiple items, particularly on items related to being judged when using AI. Age and AI self-efficacy were significant positive predictors of fear of negative evaluation, indicating that older participants and those with higher AI confidence reported slightly higher levels of concern. CONCLUSIONS: This study highlights the need for structured AI education, clear guidelines, and supportive environments to ensure responsible and confident use. Despite the low overall fear of negative evaluation, researchers' concerns about using AI highlight the importance of supportive environments and clear guidelines. Stronger concern among older and more confident participants indicates the need to reinforce ethical practice and accountability to promote confident, responsible engagement with AI.
Feasibility and psychometric evaluation of large language model-generated radiology learning materials for board examination preparation: a prospective pilot study.
Nam Y, An T, Hwang SI … +18 more , Jeon C, Jeong JW, Jeong J, Kim DY, Kim PH, Kim SY, Kim S, Kim Y, Lee KH, Lee T, Oh HS, Park JH, Shin S, Sim Y, Song JM, Song S, Hong P, Kim N
BMC Med Educ · 2026 Jun · PMID 42298594 · Full text
BACKGROUND: Large language models (LLMs) can generate structured educational content at scale, yet their role in postgraduate radiology training remains untested. METHODS: This pilot study evaluated the feasibility of de...
BACKGROUND: Large language models (LLMs) can generate structured educational content at scale, yet their role in postgraduate radiology training remains untested. METHODS: This pilot study evaluated the feasibility of deploying LLM-generated radiology board preparation materials, the psychometric properties of adapted survey instruments, and exploratory effect-size estimates for sample-size planning of a future multicentre trial. We conducted a prospective observational pilot among 41 radiology residents preparing for the 2026 Korean Radiology Board Examination. A governed seven-stage LLM pipeline generated 6,000 Anki flashcards, 833 infographic summaries, and presentation slides. Materials were distributed freely, and 24 completers self-selected into users (n = 15) and non-users (n = 9). Outcomes included enrollment yield, retention rate, voluntary adoption rate, internal consistency (Cronbach's alpha) of adapted cognitive load and satisfaction scales, and change scores in extraneous cognitive load (ECL) and self-efficacy (SE), compared using Mann-Whitney U tests with Cohen's d and 95% confidence intervals. RESULTS: Of 114 registered candidates, 44 were recruited (38.6%); 41 were enrolled (yield 93.2%); retention was 58.5% (24 of 41), below the prespecified 80% threshold; and voluntary adoption was 62.5%. The ECL scale showed acceptable reliability (alpha = 0.87 baseline, 0.80 post-examination). After reverse-coding one reverse-worded item (E3), the corrected three-item trust-in-AI alpha was 0.583 (bootstrap 95% CI 0.151 to 0.746), below the conventional 0.70 threshold. Between-group differences were non-significant for ECL (d = - 0.28; 95% CI - 1.50 to 0.59) and SE (d = 0.26; - 0.62 to 1.24). Among users, educational quality was rated 3.33 of 5.00, and 86.7% reported encountering no factual inaccuracies. A medium-effect scenario (d = 0.50) would require 160 participants. CONCLUSIONS: Retention (58.5%), the trust-scale alpha of 0.583, and the - 40 Net Promoter Score together indicate that the data-collection protocol, the AI-trust instrumentation, and the user-experience design all require modification before an efficacy trial is justified. Operational deployment was feasible at the levels of enrollment yield and voluntary adoption, but not retention. Adapted cognitive load and satisfaction scales reached acceptable reliability; the trust-in-AI and single-item self-efficacy outcomes did not meet conventional thresholds. Exploratory between-group point estimates were small and unstable across sensitivity strata; they are reported as inputs for sample-size planning and should not be interpreted as evidence for or against educational benefit.
Evaluation of communication competence among undergraduate dental students in the pediatric dentistry clinic using 360-degree feedback: a mixed-methods study.
Salama AA, Aboul-Ela YM, Marei H
BMC Med Educ · 2026 Jun · PMID 42298585 · Full text
BACKGROUND: In the field of dentistry, the dentist-patient relationship plays a pivotal role in treatment outcomes. Effective communication enhances patient satisfaction, ensures full understanding of treatment options,...
BACKGROUND: In the field of dentistry, the dentist-patient relationship plays a pivotal role in treatment outcomes. Effective communication enhances patient satisfaction, ensures full understanding of treatment options, decreases patient anxiety, and improves adherence to dental instructions. The present study aimed to evaluate communication competence among fifth-year undergraduate dental students in the Pediatric Dentistry clinic at Gulf Medical University using a 360° evaluation approach. METHODS: This cross-sectional mixed-methods study enrolled 45 fifth-year dental students at Gulf Medical University, United Arab Emirates. A 10-item checklist assessed communication skills from four perspectives: self-assessment, peer evaluation, expert observation, and parent evaluation. The checklist underwent expert review by pediatric dentists and medical education professors to support content validity. Four focus group discussions (24 students) explored in-depth insights into dental students' perceptions, level of self-awareness, and the challenges they encounter in developing communication competencies. Quantitative data were analyzed using Wilcoxon signed-rank test, Lin's concordance correlation coefficient, and Spearman's correlation. Qualitative data underwent thematic analysis. RESULTS: Operator self-evaluations were significantly underestimated compared to parent evaluations (treatment explanation: p = 0.032; cooperation: p = 0.007; post-operative instructions: p = 0.029) and peer evaluations (p = 0.001). No statistically significant differences were observed between self-evaluations and expert evaluations. Generally, agreement and reliability across evaluators were poor to moderate, raising concerns regarding the consistency and validity of single-source evaluations. Focus groups identified key challenges including managing child anxiety, parental interference, language barriers, and emotional fatigue. Female students demonstrated greater rapport-building skills and self-awareness. CONCLUSIONS: This study underscores the value of multi-source feedback in capturing the multifaceted nature of communication competence more comprehensively than single-source assessment. The findings provide a foundation for curriculum enhancements and point toward the need for longitudinal and multi-institutional research to better prepare students for patient-centered care.
The induction process of new professionals in the Swedish ambulance service - a document analysis.
Hörberg A, Wallin K, Sjölin H
BMC Med Educ · 2026 Jun · PMID 42298574 · Full text
BACKGROUND: Working in the ambulance service is highly demanding, requiring new professionals to manage diverse, unpredictable patient situations from day one. New professionals often report limited self-confidence, emot...
BACKGROUND: Working in the ambulance service is highly demanding, requiring new professionals to manage diverse, unpredictable patient situations from day one. New professionals often report limited self-confidence, emotional strain, and isolation, which can contribute to burnout, and turnover. Despite these challenges, in Sweden, education required for working in the ambulance service covers only a fraction of the essential competencies. Structured induction programmes are therefore critical for supporting new professionals. Although there is extensive knowledge about induction in hospital settings, little is known about induction in the ambulance service. Therefore, the aim of this study was to map the induction process of novice professionals in Swedish ambulance services. METHODS: A descriptive study was conducted based on qualitative data from induction programme materials from 23 ambulance organisations, representing all 21 healthcare regions in Sweden. Data was analysed using document analysis. RESULTS: Analysis yielded six categories describing the content of the introductory training; Transportation and navigation; Cooperation and communication; Systematic work approaches and structures, Prerequisites for care and nursing; Safe healthcare environment; Organizational knowledge, and a seventh category describing Pedagogical approaches. CONCLUSION: The findings of this study highlight a need for more evidence-based and pedagogically coherent induction programmes within ambulance services. Induction should support not only technical and clinical competence, but also interpersonal, ethical, and person-centred aspects of care, while fostering professional socialisation, belonging, and psychological safety. As this study was based on documentary analysis, further research is needed to examine how different induction designs influence learning, clinical competence, and patient safety in ambulance care.
The effect of creative drama education on student nurses' perceptions of professional nursing values: a randomised controlled trial.
Sevinç E, Aktürk NBK, Çerçi S
BMC Med Educ · 2026 Jun · PMID 42298572 · Full text
BACKGROUND: The aim of this study was to evaluate the effect of creative, drama-based education on nursing students' perceptions of professional values, using randomised controlled trial (RCT) design. METHOD: The study w...
BACKGROUND: The aim of this study was to evaluate the effect of creative, drama-based education on nursing students' perceptions of professional values, using randomised controlled trial (RCT) design. METHOD: The study was conducted with 60 nursing students, who were selected through a G*Power calculation, from a population of 260 students studying at a foundation university in Istanbul. The experimental group attended five 90-minute sessions, once a week, incorporating creative drama techniques such as role-play, still image, forum theatre, case analysis and group discussions. The control group received the same content through traditional lectures. Data were collected using the Introductory Information Form and the Nurses' Professional Values Scale at pre- and post-test, and analysed using appropriate statistical methods in SPSS 25.0. RESULTS: Total and subscale scores on the Nurses' Professional Values Scale were significantly higher for the experimental group than for the control group (p < 0.05). Within-group comparisons revealed substantial improvements across all subscales in the experimental group (p < 0.01), whereas the control group exhibited only minor changes. Differences in some subscales were also observed according to whether or not participants had a healthcare professional in their family. CONCLUSION: Creative drama-based education may be an effective method for enhancing nursing students' professional values in the short term. The strengths of this approach lie in supporting active participation and enabling experiential learning of professional values. TRIAL REGISTRATION: The study has been registered with ClinicalTrials.gov (NCT06875531). Registered on 10 March 2025. Although the application for ClinicalTrials.gov registration was submitted before the intervention began, the registration process was finalized and the registration number was assigned after participant recruitment had commenced due to administrative processing timelines. All primary and secondary outcomes, intervention procedures, and statistical analysis plans were pre-specified prior to the initiation of data collection.
A six-year longitudinal study of a well-being evaluation and support program for medical students.
Raider L, Kobayasi R, Olivo CR … +3 more , Siqueira MAM, Tempski PZ, Martins MA
BMC Med Educ · 2026 Jun · PMID 42298562 · Full text
BACKGROUND: Few studies have shown the impact of learning environment interventions on improving well-being among medical students. We report a longitudinal study in which a class of medical students was followed during...
BACKGROUND: Few studies have shown the impact of learning environment interventions on improving well-being among medical students. We report a longitudinal study in which a class of medical students was followed during their undergraduate medical course (six years). We developed a program based on yearly evaluation of physical and mental health, followed by orientation toward physical activity, and toward mental and physical health care. Our hypothesis was that a program of support for medical students could have a positive impact on the resilience and mental health of these students. METHODS: First-year medical students were invited to participate in a longitudinal study that involved an evaluation every year during the medical course. We evaluated anxiety, depression, quality of life, physical activity and resilience. All the results were presented to the students by one of the researchers, who discussed with each student the results of each evaluation and provided orientations and incentives for physical activities and, if necessary, oriented the students to seek academic and/or psychological support, provided by the medical school. Students were oriented to have additional meetings with the researcher during the year, if necessary. RESULTS: Eighty-four students were followed for six years. Students presented low scores for anxiety and depression symptoms during medical program and high levels of physical activity. The resilience scores increased significantly during the medical course: 27.4% to 63.0% of medical students had high or very high resilience scores (p < 0.001). Qualitative analysis performed at the end of the study demonstrated a positive impact of the program on professional values and self-care. CONCLUSIONS: A program designed for periodic physical and mental health evaluation followed by the support and care of medical students resulted in low anxiety and depression scores and increased resilience during medical school. In addition, this program highlighted the importance of self-care for medical students and well-being for both medical students and their patients. Our results suggest that medical schools must develop programs for the comprehensive care of their medical students.
Effectiveness of the flipped classroom in medical education: a systematic review and meta-analysis.
Wu Y, Cheng M
BMC Med Educ · 2026 Jun · PMID 42298555 · Full text
PURPOSE: This systematic review and meta-analysis aimed to evaluate the effectiveness of the FC approach compared to conventional teaching methods in medical education. METHODS: A comprehensive search of PubMed, Embase,...
PURPOSE: This systematic review and meta-analysis aimed to evaluate the effectiveness of the FC approach compared to conventional teaching methods in medical education. METHODS: A comprehensive search of PubMed, Embase, and Web of Science databases was conducted. Eighteen eligible studies, involving diverse learner populations, were included in the analysis. The effectiveness of the FC model was assessed across five predefined domains: theoretical knowledge, procedural/technical skills, self-directed learning ability, case analysis/problem-solving ability, and learner satisfaction. RESULTS: Pooled analyses demonstrated significant advantages of the FC model, with moderate to large effect sizes observed across most outcomes. Notable improvements were found in self-directed learning ability and procedural/technical skills. Subgroup analyses suggested that residents showed larger benefits, particularly in procedural/technical skills and learner satisfaction. Sensitivity analyses generally supported the direction of the findings, although statistical significance was not retained in all leave-one-out analyses for some outcomes. CONCLUSIONS: Flipped classrooms were associated with improved outcomes in medical education, with larger effects in residents. Given high heterogeneity and limited evidence in some domains, benefits appear context dependent. Implementation should be tailored, and future studies should define mechanisms and optimal conditions.
Training quality, laboratory skills readiness, and employability of medical laboratory graduates in post-conflict Somalia: a Structural Equation Modeling (SEM) study.
Abdi AI, Alhur AA, Yusuf AM … +1 more , Idris MOA
BMC Med Educ · 2026 Jun · PMID 42298551 · Full text
Medical laboratory workforce readiness is critical for strengthening health systems in fragile and post-conflict settings. However, empirical evidence on how educational quality translates into employability remains limi...
Medical laboratory workforce readiness is critical for strengthening health systems in fragile and post-conflict settings. However, empirical evidence on how educational quality translates into employability remains limited. This study examined the associations between curriculum relevance, practical training exposure, and instructor competency on employment outcomes among medical laboratory students and graduates in Mogadishu, Somalia, with student self-efficacy and job readiness modeled as mediating mechanisms. Using a quantitative cross-sectional design, data were collected from 291 final-year students and recent graduates and analyzed using Partial Least Squares Structural Equation Modeling. The measurement model demonstrated satisfactory reliability and validity. The structural results indicated that curriculum relevance, practical training exposure, and instructor competency significantly predicted student self-efficacy, whereas curriculum relevance and self-efficacy significantly predicted job readiness. Student self-efficacy also had a significant positive effect on employment outcomes, whereas job readiness did not exhibit a direct effect. Mediation analysis further revealed that student self-efficacy significantly mediated the relationship between practical training exposure and both job readiness and employment outcomes, while job readiness did not serve as a significant mediator, and sequential mediation pathways were not supported. The model explained 68.3% of the variance in student self-efficacy and 58.2% in job readiness, but only 2.3% in employment outcomes, indicating limited predictive power for the final outcome variable. These findings highlight the central role of psychological readiness mechanisms in understanding the relationship between training quality and employability in post-conflict health education systems. The study contributes theoretically by testing a multistage mediation framework grounded in Social Cognitive and Human Capital theories and offers policy-relevant insights for curriculum reform, experiential learning enhancement, and faculty development to strengthen health workforce preparedness.
The use of adolescent standardized patients to teach psychosocial risk assessment and its impact on medical student self‑efficacy.
Davis C, Rajasegaran K
BMC Med Educ · 2026 Jun · PMID 42298548 · Full text
BACKGROUND: While effective adolescent health care requires clinicians to initiate and navigate conversations about sensitive topics including substance use, sexuality, mood, and safety, trainees frequently report low co...
BACKGROUND: While effective adolescent health care requires clinicians to initiate and navigate conversations about sensitive topics including substance use, sexuality, mood, and safety, trainees frequently report low confidence in addressing these topics. We designed and evaluated a workshop using adolescent standardized patients (ASPs) to improve medical students' self‑efficacy in adolescent communication. METHODS: Graduate medical students on a core pediatrics rotation at a tertiary pediatric hospital in Singapore completed a three‑hour ASP workshop using coached role‑plays with structured feedback. Self‑efficacy (primary outcome) was assessed using a single-group pretest-posttest design. Surveys were conducted immediately pre‑workshop and four weeks later using an adapted, previously published instrument (4‑point Likert scale; higher scores reflect greater confidence). Perceived usefulness of workshop components was collected post‑workshop (10‑point scale). Internal consistency was estimated using Cronbach's alpha. Pre-post changes were analyzed with paired t‑tests. RESULTS: A total of 147 students participated (50% female), with a mean age 27.1 ± 2.6 years. The self‑efficacy scale showed excellent reliability (α = 0.957). Both composite self-efficacy (26.60 ± 6.21 vs. 38.86 ± 3.83, p < 0.001) and self-efficacy across all individual domains increased significantly from baseline to four-week follow-up. Confidence in interviewing adolescent patients rose from 1.88 ± 0.66 to 2.81 ± 0.39 (p < 0.001), and confidence in discussing confidentiality increased from 1.90 ± 0.72 to 2.82 ± 0.39 (p < 0.001). Content-area gains included sexual history (1.60 ± 0.58 to 2.55 ± 0.53, p < 0.001) and sexual orientation (1.66 ± 0.60 to 2.51 ± 0.53, p < 0.001). Students rated ASP feedback (8.47 ± 1.47) and role‑play (8.23 ± 1.51) as highly useful. CONCLUSIONS: An ASP‑based workshop embedded within a pediatrics rotation was acceptable and associated with significant improvements in self‑reported self‑efficacy for adolescent communication. Findings support the feasibility of ASP‑based teaching in an Asian context and highlight the need for future studies incorporating objective performance measures and clinical behavior outcomes.
Mapping the Audiology and Speech Language Pathology (ASLP) curricula to NEP 2020: a document analysis of the RCI revised syllabus (2024).
Venkatraman K, Boominathan P, Perumal RC
BMC Med Educ · 2026 Jun · PMID 42298545 · Full text
BACKGROUND: The National Education Policy (NEP) 2020 calls for a multidisciplinary, flexible and outcome-oriented approach to education in India. Responding to this pivotal policy framework, the Rehabilitation Council of...
BACKGROUND: The National Education Policy (NEP) 2020 calls for a multidisciplinary, flexible and outcome-oriented approach to education in India. Responding to this pivotal policy framework, the Rehabilitation Council of India (RCI) has come up with a revised syllabus (2024) for Audiology and Speech- Language Pathology courses. This investigation was a systematic mapping of the newly propagated undergraduate and postgraduate syllabi of B. ASLP, MSc (SLP), and MSc (Aud) against the central directions of the NEP 2020 namely, goals of holistic integration, structural flexibility and digital pedagogy. METHOD: A qualitative structure of document analysis was used as set out by Bowen, in the analysis of the three syllabi for RCI 2024. Through a deductive strategy, the contents were coded into three domains: philosophical orientation, structural features and pedagogical strategies. Alignment in each domain was evaluated through the Theory of Change (ToC) framework to examine how elements of the curriculum could lead to long term transformations in professional training. RESULTS: The analysis showed strengths especially in the structural dimensions such as the introduction of a modular credit system and the explicit articulation of competencies. However, there remain major gaps in terms of explicit pedagogic strategies, multilingual provision and interdisciplinary linkages. Although the structural framework is consistent with national policy objectives, the operational pathways of digital integration and learner autonomy are not adequately outlined. CONCLUSION: The RCI syllabi exhibit promising structural congruence with the NEP 2020. However, pedagogical innovation and incorporating philosophical foundations are limited. Recommendations include incorporating graduate attributes into learning outcomes, operationalising the Academic Bank of Credit (ABC) and formalising digital teaching strategies. This study represents a first step in the reflexive process of the translation of education policy into clinical curriculum practice.
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